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"Teaching Moral Sex is the first comprehensive study to focus on the role of religion in the history of public sex education in the United States. It examines religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first century, highlighting issues of public health, public education, family, and the role of the state. It details how public sex education was created through the collaboration of religious sex educators-primarily liberal Protestants, along with some Catholics and Reform Jews-with "men of science," namely physicians, biology professors, and social scientists. Slominski argues that the work of early religious sex educators laid foundations for both sides of contemporary controversies regarding comprehensive sexuality education and abstinence-only education. In other words, instead of casting religion as merely an opponent of sex education, this research shows how deeply embedded religion has been in sex education history and how this legacy has shaped terms of current debates. By focusing on religion, this book introduces a new cast of characters into sex education history, including Quaker and Unitarian social purity reformers, the Young Men's Christian Association, military chaplains, the Federal Council of Churches, and the National Council of Churches. These religious sex educators made sex education more acceptable to the public and created the groundwork for recent debates through their strategic combination of progressive and restrictive approaches to sexuality. Their contributions helped to spread sex education and influenced major shifts within the movement, including the mid-century embrace of family life education"--

In many modern nation-states, national identity is not inclusive of all of the state's citizens; rather, it is limited (in varying degrees) to the members of the dominant group. Because such states are structurally unable to meet indigenous/minority groups' basic human needs for identity, inclusion, and equality, the formation of ethnically based identity and political organization is a natural alternative. To the extent that such alternatives are considered threatening to the state, it will deal with indigenous/minority groups by developing systems of control, based on varying degrees of force, depending on the state's claim (or lack thereof) to be "democratic." In this article, the author examines the role the state educational system plays in identity formation and the state's system of control among indigenous Palestinian youth in Israel.

The aims of this study were to (1) determine the implementation of education financing standards for State Vocational High Schools in Rejang Lebong Regency; (2) determine the impact of the implementation of education financing standards on the quality of education; (3) determine the role of factors that influence the implementation of education financing standards on the quality of education at State Vocational Schools in Rejang Lebong Regency. This research is a qualitative research with a case study strategy. Vocational Schools were selected using a purposive sampling technique based on the considerations and objectives of the researcher. This study uses observation, interview, and document analysis techniques to collect data. The validity check technique uses triangulation and source triangulation. The data analysis technique used interactive analysis, namely by doing data reduction, data presentation, and drawing conclusions. The results of this study can be concluded that (1) State Vocational Schools in Rejang Lebong Regency have implemented education financing standards to manage finances in schools optimally; (2) State Vocational High Schools still require additional costs to be able to develop the quality of education; (3) the factors that influence the smoothness of financing to improve the quality of education are the Principal, Treasurer, Class Teachers, and Parents. This paper provides suggestion for principal to more focus on school finance management to gain quality of education.

On the basis of archival materials and other sources, the complex process of formation at the Belarusian State University of mathematical education and scientific research in various fields of science is considered. Particular attention is paid to the years that did not stop in 1919–1921 discussions among officials and scientists about the legality of creating a separate mathematics faculty specifically for the opening of the Belarusian State University. In this case, for the first time, the position of an outstanding mathematician and organiser of mathematical education, a native of Belarus, I. R. Braitsev, is presented in detail. The author defines the 1920s as an undoubtedly significant stage not only in the formation of the mathematical component in the general character of Belarusian State University, but also in the formation of the foundations of the future high level of university mathematics.

This article provides an account of the introduction of an Education Management and Information System in the West Bank and Gaza Strip. The initiative, led by the Palestinian Ministry of Education, and supported by UNICEF, is described in terms of the educational goals targeted, the usefulness of an EMIS for the rational organization and management of an educational system, and the impact that the availability and sound use of data can have on improving quality provision. The particular political and educational circumstances of Palestine up to the start of the second Intifada in September 2000 are described in some detail in order to better highlight the challenges that had to be faced by the Ministry of Education, and to appreciate more thoroughly the extent of the successes achieved against the odds. ; peer-reviewed

A letter report issued by the General Accounting Office with an abstract that begins "Concerned that Title I of the Elementary and Secondary Education Act (ESEA) had not significantly improving the educational achievements of children at risk, Congress mandated major changes in 1994. States were required to adopt or develop challenging curriculum content and performance standards, assessments aligned with content standards, and accountability systems to measure progress in raising student achievement. In return, states were given greater flexibility in the use of Title I and other federal funds. The No Child Left Behind Act of 2001 augments the assessment and accountability requirements that states must implement and increases the stakes for schools that fail to make adequate progress. The 1994 legislation required states to comply with the requirements by January 2001 but allowed the Department of Education to extend that deadline. Education has granted waivers to 30 states to give them more time to meet all requirements. If states fail to meet the extended timeliness, they are subject to the withholding of some Title I administrative funds. Title I directors indicated that a state's ability to meet the 1994 requirements improved when both state leaders and state agency staff made compliance a priority and coordinated with one another. Most directors said that inadequate funding hindered compliance. Many of the states reported taking action to ensure that Title I assessments were scored accurately, that any exemptions for students with limited English proficiency were justified, and students with disabilities were receiving appropriate testing accommodations. As of March 2002, 17 states had complied with the 1994 assessment requirements; 35 states had not."

Testimony issued by the General Accounting Office with an abstract that begins "Increasingly, the issues of distance education and federal student aid intersect. About one in every 13 postsecondary students enrolls in at least one distance education course, and the Department of Education estimates that the number of students involved in distance education has tripled in just 4 years. As the largest provider of financial aid to postsecondary students, the federal government has a considerable interest in distance education. Overall, 1.5 million out of 19 million postsecondary students took at least one distance education course in the 1999-2000 school year. The distance education students differ from other postsecondary students in a number of respects. Compared to other students, they tend to be older and are more likely to be employed full-time while attending school part-time. They also have higher incomes and are more likely to be married. Many students enrolled in distance education courses participate in federal student aid programs. As distance education continues to grow, several major aspects of federal laws, rules, and regulations may need to be reexamined. Certain rules may need to be modified if a small, but growing, number of schools are to remain eligible for student aid. Students attending these schools may become ineligible for student aid because their distance education programs are growing and may exceed statutory and regulatory limits on the amount of distance education an institution can offer. In general, students at minority serving institutions use distance education less extensively than students at other schools. Accrediting agencies play an important role in reviewing distance education programs. They, and Education, are "gatekeepers" with respect to ensuring quality at postsecondary institutions--including those that offer distance education programs."

Prepared by Mr. James E. Spitznas and edited by Miss Merle S. Bateman. cf. Foreword. ; Cover-title. ; Includes bibliographies. ; Mode of access: Internet.